Annual Report 2014

Annual Report 2014
Ateliê Acaia
Annual Report 2014
Acaia Sagarana
2
Acaia Pantanal
cover image:
Ateliê Acaia – kick-off for the
day's activities
3
CONTENTS
7
Instituto Acaia
Ateliê
Acaia
13
15 Field of activity
18
Functioning
21 The Study workshop
26 Group formation and maintenance
28 Weekend activities and vacation program
29
Legal
advisory service
31
Final
considerations
33
Students
leaving Ateliê
35
Awards
and publications
36
Team
41 Acaia Sagarana Study Center
Two
key initiatives
42
43 Acaia Sagarana Study Center course
Partnership
with Anglo
44
45 Selection for the course at Acaia Sagarana Study Center
46 Selection for Anglo's university admission preparation course
Teaching
staff
47
Outcomes
48
The
Reasons
49
The
Challenges
51
Team
55
57 Acaia Pantanal
59
Context
59
Introduction
63 Jatobazinho school and workshops
65 Daily routine at Jatobazinho school and workshops
72
Bodoquena
students
72
Learning
Community
72
Community
Relations
74
Supplementary
activities
74
Awards
76
Team
81 Independent auditor's report on
Percussion is rhythm
and joy
4
the financial statements
5
Instituto Acaia
Dear Friends,
Writing the introduction to our annual report gives pause for reflection,
reviewing the past and reasserting aims for the future. Everything comes down to
one thing - the dream we have for Acaia.
In this respect, I think we are moving forward. We have always born in mind
that the daily routines of our activities has value and significance. They are attuned
to the ultimate aim of educating people to be better human beings. Students
who can no longer attend one of our centers at any time should still take away
an experience for living that will be positive for them. Alongside this, however,
we realize that there is an advantage to setting our sights on the formal point of
separation: at the age of 17-18 for the Ateliê, the entrance exam at Sagarana and
the age of 11-12 or 17-18 at the Pantanal. We believe this “discovery” will enable
us to make a better assessment of the work being done.
In 2014, the three centers continued their normal work and made progress
when possible.
Ateliê was facing some difficulties with the functioning of the local
municipal school (Dilermando), where most of our students are enrolled, but we
are now holding some dialogue. Internal procedures were improved by more
sharing and creativity. Sagarana too is succeeding in its educational work. Acaia
Pantanal is continuing its program of building up its facilities and developing its
methods yet further.
Our progress has been monitored and at times anticipated by the institute’s
administrative staff and all the centers and units appreciate that.
All of the above has been explained below at greater length and in
better prose.
Fernão Bracher
6
7
THE INSTITUTE IN NUMBERS
Instituto Acaia
Founded April 3, 2001
HQ Address
R. Dr. Avelino Chaves, 80
Vila Leopoldina CEP 05318-040
São Paulo SP Brasil
Tel: 55 (11) 3643-5533
Fax: 55 (11) 3643-5515
e-mail: [email protected]
www.acaia.org.br
facebook.com/institutoacaia
2014 Budget:
R$10,082.531.00
Forecast for 2015: R$9,000,000.00
CMDCA / SP approved
Instituto Acaia projects in
2013 making it eligible for
tax relief on donations.
CERTIFICATES
CMDCA Municipal Council for the
Rights of Children and Adolescents
(Conselho Municipal dos Direitos da
Criança e do Adolescente) (in São Paulo
and Corumbá)
COMAS Municipal Council for Social
Assistance (Conselho Municipal de
Assistência Social) (in São Paulo and
Corumbá)
CAS Municipal Department for
Social Assistance and Development
(Secretaria Municipal de Assistência e
Desenvolvimento Social)
CEBAS Charitable Entity for Social
Assistance Certificate (Certificado de
Entidade Beneficente de Assistência
Social) (MDS - the Ministry of Social
Development and Fight against Hunger)
SMADS/SP Municipal Department
for Social Assistance and Development
(Secretaria Municipal de Assistência e
Desenvolvimento Social)
8
SEDS/SP Department for Social
Development of the State of São
Paulo (Secretaria de Desenvolvimento
Social do Estado de São Paulo)
Pro-Social Registration
Certificate
CDH Human Rights Fostering Entity
Certificate (Certificado de Entidade
Promotora de Direitos Humanos)
Child and Youth Court (SP) (Vara
da Infância e Juventude da Lapa - SP)
Operating License
UPF Federal Public Utility Entity
(Utilidade Pública Federal)
UPE State Public Utility Entity
(Utilidade Pública Estadual)
UPM Municipal Publlic Utility of
the Municipal Governments of São
Paulo and Corumbá (Utilidade Pública
Municipal das Prefeituras de São Paulo
e Corumbá)
CRP Regional Psychology Council
(Conselho Regional de Psicologia de
São Paulo)
Fire Department Inspection
Certificate
CENTS Third-Sector Entities Register
(Cadastro de Entidades do Terceiro
Setor)
CRCE Entities Good Standing
Certificate (Certificado de
Regularidade Cadastral de Entidades)
CEDHESP Register of Human Rights
Defense Entities of the State of São
Paulo (Cadastro de Entidades de
Defesa dos Direitos Humanos do
Estado de São Paulo)
9
President and Vice President
Fernão Bracher e Sonia M. S. B. Bracher (in memoriam)
Director
Elisa Bracher
Fiscal Council Members
Mario Luiz Amabile
José Irineu Nunes Braga
Marcio Akira Kashihara
Legal-Administrative Officer
Dra. Sandra Alves Silva
Advisor
Thandara Santos
Financial Assistant
Thiago José de Macedo
Fernanda Ferreira dos Santos
Secretary
Marina Menezes da Silva Lima Ramos
Administrative and HR Assistant
Marcia Bolognesi
Operational Supervisor
José Ferreira de Castro Neto
Nota Fiscal Paulista program
Maria Aparecida Adamo
Operational
Claudio Souza de Oliveira
Eliel Ramos
Gilcéria Rosa da Silva
Lucineide Moreira Bonfim
Maria Aparecida da Rocha
Maria de Fátima Alves Andrade
Paulo Orestes da Silva
Quitéria Adriana da Silva Barros
Simone dos Santos Paixão
Maintenance and Safety
AUM Construções
Infonetware
MDotti Tecnologia
Renato Brito de Almeida
Sergio Alves da Silva
Plansevig
ADVISORY
Legal
Dra. Sandra Alves Silva
Dr. Theotonio Maurício Monteiro de Barros
Accounting / Financial
Empresarial FS
10
Auditors
Price Waterhouse Coopers
DONORS
Individual Donors
Adriana Maria de Freitas
Candido Botelho Bracher
Eduardo Bracher
Fernão Carlos Botelho Bracher
Gloria Kalil
Heinz Jorge Gruber
Hilda Liberman
Lucas Ralston Bielawski
Milbar Rein
Corporate Donors
GFK Retail A T Brasil Ltda.
Finance Department of the State
of São Paulo Nota Fiscal Paulista
program)
Court of Appeals of the State of
São Paulo (Region IV Criminal
Courts - Lapa)
Legal Advisory Service
Instituto Acaia’s legal service handles all
contacts with the Children and Youth
Court, Child Protective Councils and
other rights advocacy bodies. It also
monitors public policy initiatives in the
municipalities of São Paulo (SP) and
Corumbá (MS) emanating from municipal
councils for the rights of children and
adolescents (CMDCA) and social assistance
(COMAS).
The institute’s registration has been
recently approved by Region IV Criminal
Court - Lapa - SP, and has received
donations of foodstuff and cleaning and
hygiene products related to alternative
sentencing and to the federal courts
system’s Alternative Penalties and
Measures Center (CEPEMA). Application
for the same type of registration is in the
process of being heard by the Criminal
Court of Corumbá (MS).
As an organization providing social
and educational support, the institute
has the duty of ensuring that children,
adolescents and their families are assured
their basic rights as citizens.
11
Ateliê Acaia
What we do
Ateliê Acaia works out of its headquarters and shack-schools in two slums - Favela
do Nove and Favela da Linha. Activities are pragmatically divided as follows: Pre-Reception, Reception, Autonomy and Specialization. This is not a static division and we monitor
the fluctuating potential and difficulties of children, adolescents and families
Methodologically, our initiatives range from the most flexible in terms of routines
and propositions to more organized and demanding programs. Our structure reflects the
demographics of our students and attendees, our intake schedules and their locations
of origin.
Attendees: 350 divided as follows 1:
Pre-Reception: 160
Reception: 80
Autonomy: 70
Specialization: 40
Activities offered
Workshops: Arts (open ateliers, drawing, woodcut, typography), library, capoeira,
dressmaking and sewing, cooking, graphic design, carpenter shop and mathematics,
music (music education, strings, singing, percussion, wind and audio technical), study
workshop, feelings workshop, video;
Community services: legal team, health team, education for young people and adults;
Groups: Artisans, Olhares do Beco, XiloCeasa;
"Cultural Tuesdays": movies and performances by musical groups for our students
but also open to the general public.
Initial Activities
1997
12
Hosting activities,
shack-schools and
headquarters
1
People often switch from one to another so these are ballpark numbers.
13
bairro
vila leopoldina
Field of activity
Our location/target public
Instituto Acaia and Ateliê Acaia have their headquarters on the western area of
São Paulo. They are near a food supply and storage center (Latin America’s biggest) so
there is plenty of unskilled work available, while heavy truck traffic tends to favor drug
dealing and sexual exploitation of children.
Most of our students are from the area around CEAGESP, where there are two
slums (favelas) called “Favela do Nove” (housing 270 families) and “Favela da Linha”
(360 families) and a public housing complex called Cingapura Madeirit (20 blocks holding
400 housing units) totaling approximately 1,030 families and 4,500 people in socially
vulnerable conditions. However, the region also has a park and mall (Villa-Lobos) and
neighboring districts (City Boaçava and Alto de Pinheiros) containing many consumer
attractions. Due to the frenetic pace of real estate development in the Vila Leopoldina
area, residents are constantly threatened by plans to move them out and replace their
lots with high-end apartment blocks next to slums, ostensibly showing the conflictive
boundaries between the classes in our country.
Therefore, the public we are working with is very different from that of the huge
poor neighborhoods on the outskirts of São Paulo, where social and urban organization
is consistent with their economic situation. Young people here are more exposed to
identification with the status and power of shopping for electronics, clothing and vehicles;
moreover many stores do not treat them as welcome visitors.
CEAGESP
A
C
marginal do
pinheiros
B
legend
Instituto Acaia + shack-schools in the slums "Favela do Nove" and "Favela da Linha"
parque
villa-lobos
ré
A favela "do Nove" | B favela "da LInha" | C Cingapura housing complex
91st Police Precinct
a
14
e
p
t
on
do
u
ag
j
15
Routine plus arts
workshop and play at
shack-schools
Outdoor play
Morning-period pupils
arrive at Ateliê Acaia
together with educators
Until 2013 the only selection criteria for admission to Ateliê was our having places.
But by 2013 we realized the advantages of working with a homogeneous group that we
could track for at least one semester without major alterations to its dynamics. So we
introduced a rule requiring new students to enroll in February and August only, so we can
assess their reading skills and inner organization.
However some teenagers who attended Ateliê in 2014 had committed offenses
and were under behavior orders known as ‘social - educational measures’.
The question that then arose was how many students in this type of special
situation we could take at the same time. These children upset our day to day activities
and created situations that were often very disruptive or even aggressive. We had to
work out a different schedule for each of these students, which required us to allocate
a professional to take care of this specific group of teenagers. Also with this group in
mind, we decided not to take children repeatedly subject to behavior orders of this type.
At one point we had seven offender behavior program students - but we ended 2014
with just one.
In addition to this fact, the year saw a lot of violence in the school that hosts
the vast majority of our students: there was rebellious behavior and school property was
damaged, with a riot and small fires. The Metropolitan Civil Guard (GCM) became daily
fixtures at the school gates.
16
Nevertheless, we continue to maintain our general principles, working with
ateliers and workshops, which methodologically enable us to host children, adolescents
and families at different levels of organization and capabilities. We continue to work with
our shack-schools in two slums, which is crucial for building closer relations and getting to
know the day-to-day lives of the demographic we are hosting.
Evening work with small children and activities and observations in our shackschools strengthen our belief in “the sooner the better,” so in 2014 we decided to take in
children from the age of 4.
For many of the families who come to the workshop, situations that other children
take for granted do not apply - such as waking up early, having responsible adults to care
for the smaller ones and take them to school. Therefore our carpentry coordinator offered
to go to the slums and the Cingapura housing complex every day at 7 am to wake children
and bring them to the workshop, which is around 500 meters away. He knocks on the
doors of the houses where the smaller children live, wakes them and groups approximately
40 children together. At the complex, a girl’s mother was willing to help so she sees the
group across the road every day. We believe our initiative was appropriate.
17
Whether its beauty treatment day or playing
house we are always learning
A poem becoming image
Those who play do not fight
Functioning
Pre-Reception
Several different freely engaged activities pose experience of the proposals and issues of
social life. In the shack-schools and for evening sessions, we host children and adults of
varying ages. In the morning, at the headquarters, small 4- and 5-year olds.
For evening sessions we host adults accompanied by their young children. For adults
dressmaking and sewing workshops and reading and writing classes prompted more
focused groups who attend regularly.
To facilitate these divisions, we organize workshops:
Open workshops, attendance freely chosen depending on attendees' skills. This profile
applies to the arts, library, capoeira and carpentry workshops.
Reception
Mostly morning sessions, attended by children aged 6-11, usually in years 1 to 5 of formal
education and going to afternoon sessions at regular school. They are still somewhat
disorganized and are gradually learning to handle their emotions, share attention and
engage with each other. A time for experimenting.
Focused workshops, with closed groups and predetermined programs aiming to conclude
the full course for workshops such as strings, audio technical, video/editing and cooking.
Mixed workshops, predefined groups but setting aside room for free attendees such as
newcomers to video, divisions of the arts in the afternoon period, some music workshops
such as singing, wind and percussion and sewing and embroidery.
Autonomy
After experimenting, they may choose. Quieter teenagers aged 12-14 will choose one or
two workshops with which they feel more affinity and start a more focused process.
Specialization
With a more defined area and aged 15-17, they will take a more in-depth approach to
techniques and rules such as attendance, punctuality and fulfilling tasks. They are starting
to see some occupational involvement.
Fragility of beads and hardness of wood creating art
18
19
The study workshop
A little history
A few years ago, the math teacher who was working in carpentry shop giving
practical help with geometry was approached by a group of students aged 15 - 17 years
who asked him to help them prepare to sit examinations at technical schools. Since then
four years have gone by in which have we have worked hard to pinpoint the greatest
difficulties these students meet with in relation to formal learning. There are some obvious
aspects: bad relationships with schools, which leads to low self-esteem, lack of curiosity
in relation to the school curriculum and often not being able to move on the next grade
due to difficulties with content or failing to attend school. We tested some model classes
and ways of dividing children in groups. What criterion should be used to group children?
School grade? Content? Ease of picking up knowledge? Other issues: what type of classes
should we be offering? The same ones as regular schools? Which time of day would be
right to introduce this workshop? Should there be less time in workshops? How could we
attract boys and girls to this workshop?
Once again we must repeat that our role is not the same as a school’s. We
understand that the basic knowledge needed to children to go on developing in any
direction they choose is fluency in reading and writing and being full able to do the four
mathematical operations.
The study workshop today
After trying out different models and many discussions, we settled on a
few formats that we think work well, to be described below:
We grouped children by level of knowledge and facility for learning. At the
same time, two teachers are available for students who need special attention or
can pick up knowledge faster.
We have different groups; so we made a division that goes roughly like
this:
1. Boys and girls who have decided to sit technical school or university
admission exams. The former is quite hard and students need extensive knowledge
of Portuguese, mathematics, and history, geography, physics and chemistry.
For these students, we teach Portuguese (approach in reading and writing),
mathematics, science and humanities.
20
The world and the
universe experienced
in science classes
21
Leonardo da Vinci's inventions built
and approved by us
2. Children who do not show much aptitude or liking for study. For these,
we set up a schedule with lots of reading and writing and mathematical principles.
3. A group of students showing great difficulty or are old in terms of age
for the grade they are enrolled in.
For all these groups, we decided to offer compulsory classes on a daily
basis. Students enrolled in the years 8 and 9 at a regular elementary school
attend for 1h30 sessions while high-school students attend 3 hours class daily at
4:30 pm or after workshop sessions.
For group 2 students, we held a new experiment that had an extremely positive
outcome this year (2014). To avoid this group being deprived of basic knowledge of
physics and some mathematics, we introduced a class on inventions. A weekly 1h30
workshop presented projects such as bridges, cameras, boats, etc. Children made their
decisions on which object to build and each of the choices involved a certain set of
knowledge. The camera posed opportunity to cover light, shadow and ended by looking
at the solar system to build built a fine model of the planets. Bridges posed geometry and
different vector forces so they built one on the lines of Leonardo da Vinci’s interlocking
bridge and finally made a full-scale boat from PET bottles by working with weights,
forces and strength. This model was so successful that it will be applied to all afternoon
groups in 2015.
Since these children are required to attend workshops for long periods,
thus preventing them getting money from odd jobs, we created scholarships.
22
To facilitate these divisions, we organize different types of workshops:
Open workshops, attendance freely chosen depending on attendees' skills. This profile
applies to the arts, library, capoeira and carpentry workshops.
Mixed workshops, predefined groups but setting aside room for free attendees such as
newcomers to video, divisions of the arts in the afternoon period, some music workshops
such as singing, wind and percussion and sewing and embroidery.
Focused workshops, with closed groups and predetermined programs aiming to conclude
the full course for workshops such as strings, audio technical, video/editing and cooking.
We now have a scholarship for those who manage to meet minimum requirements and a
larger amount for those who make an effort. A deduction affects children not reaching the
minimum requirement. We hope to thus encourage them to do more. Monthly payments
range from R$100.00 to R $350.00 per month, taking into account the student's effort,
time spent in class and overall commitment to the workshop's activities.
Dream and reality matched
23
At morning sessions, we learn to
read and do sums as we play
So far, we have been talking about older students. As readers may see, we are
constantly striving to understand how to combine formal knowledge with the ability to
think about learning processes and reflect. We believe students can acquire the knowledge
needed to move forward from a solid foundation and use reasoning independently.
The model we have described so far applies only to boys and girls who have
reached Year 8 of elementary school. Smaller children were divided into two groups:
1. Afternoon-session children in elementary school years 6 and 7.
2. Children aged 6-10 from morning sessions, enrolled in elementary school
years 1 to 5.
This group of children attends regular 1-hour classes two or three times a week.
We introduce reading carts and math games. The carts are built in our carpentry workshop
with the help of the children themselves. They have wheels so they can be taken around
the yards.
A reading cart contains several books and games such as word-finding or crossword
puzzles, trails, etc. The cart is parked somewhere and a group meets, usually of around 10
children. A cloth is stretched on the ground and the teacher helps children organize the
various options.
24
The math games cart is based on the same model but with games that stimulate
adding, subtracting, multiplying and dividing. A teacher helps children to organize and
draws attention to some of the operations involved.
This way of encouraging interest in the basic principles of reading and mathematical
reasoning using a natural approach is going so well that we will be experimenting with a
science cart in 2015 starting with a garden as the object studied.
We try to get the study workshop groups as a whole to relate to the studios and
there were three very interesting activities on these lines in 2014:
. In Acaia typography, students wrote stories and poems in class, typeset their own
books and made short print runs to give to their friends.
. Every year we have a resident artist attending art workshops to develop their own
work itself and in return we ask them to help the young people. This year's resident artist,
who was working with inflatable plastic parts, held an activity for the morning group that
was studying marine animals. Together with the children, she made a huge inflatable
plastic whale that reached out into the yard and was inflated for everyone to get inside. It
was a fine morning.
. In the music recording studio, one of the teachers working on reading proficiency
put together three radio programs for Radio Acaia featuring poetry, advertising and
musical entertainment. This was a great help for children to gain confidence when reading
and they took an interest in the audio technician classes, which are held afternoons only.
25
Group formation and maintenance
We set great store by certain principles for forming groups. Work should display
quality on its strength and gain space for its power and quality rather than its referring to
the social-economic situation of its authors. The identity of the group, its name and logo
are chosen by the participants and must not mention the Atelier.
To this day, groups have been formed in the course of each workshop’s day-to-day
activities. Each group’s composition will depend on the students attending the studio at
the time, namely afternoon-session boys and girls aged 15 - 17, showing more interest
in activities and therefore, becoming involved in extracurricular activities. Some of these
activities emerge when outsiders ask the group to make a piece. The children see that it
will not be easy so they ask a former student to coordinate the activity, as was the case at
the end of the year, of a large panel made for the entrance hall of a statistics institute that
specializes in analyzing Brazilian social data. The panel combined several elements from
our country’s culture original drawings produced by the group. Any transaction involving
money must go through the workshop’s coordinator, who will distribute work in manner
they find most convenient.
XiloCeasa - Typography and Craft Graphics
Dating back to 2006, this is the oldest of the Ateliê workshops. Attendance is
open ended, involving teenagers in various stages of training and acting on several fronts
for students to join activities related to engraving, binding, prints and art education.
A silkscreen workshop for young people offered simplified procedures for printing
images on paper or fabrics. Making T-shirts was the highlight for the students, who saw its
potential as a means of showing off their own work and a chance of generating income.
The graphic design and pattern printing course introduced basic knowledge of
editing and image processing software as well as notions of manual printing to reproduce
pattern prints on different media.
26
Linha Nove Artisans
This sewing and embroidery group consisting of women from the community has
been doing fine work year after year that has gained consistency and found a market.
This year the group and its products were exhibited at Ateliê and sold at bazaars. Cash
flow from orders over the months has now made them self-sustaining. They have held
together a strong group of around 40 women involved in the various stages of the work.
Some of the participants are spending all their time on embroidery and sewing to earn
extra income.
Olhares do Beco
Among other activities, this advanced video group covers musical events, curates
and designs posters to advertise and screen movies and presentations for our "Cultural
Tuesdays".
The group took basic courses on makeup for the cinema and photography and
the gaze. They wrote and directed a short fiction film (“Se liga aí”) and adapted a story by
Rodrigo Ciriaco (“Miolo mole frito”).
Artistic Residency
Guga Szabzon, our resident artist in 2014, got involved in engraving, printing and
sewing workshops that led to new developments for her poetic work. Her experimental
approach and appropriation of materials available were outstanding features of her
production and she related with students in both periods.
Resident artist
production with
children
27
These vacations
will furnish lifelong
memories
Weekend activities and vacation program
We always try to provide spaces for activities on weekends and especially during
the long vacation.
Weekend activities
In 2014 we held three activities that stretched over a few Saturdays. In the first
half of the year, we hosted for the artist Flavia Ribeiro the second consecutive year and
she held an 'artist's book' workshop. As well as broadening repertoire, Flavia encouraged
children to do collective projects that resulted in highly elaborate book-objects. In the
second half of the year, a bookbinding workshop provided training for students aged 15
-17 coming into contact with this technique for the first time as well as specialization for
students with prior knowledge. They produced books in different formats using woodcut
and typography workshops to print cover pages and thought about distribution of the
material in different contexts. On weekends in October and November two students
and a carpentry monitor along with an educator made a table commissioned by the arts
coordinator, which led to knowledge of more elaborate techniques and a concentrated
period of work.
Vacation program
In 2014, for the first time, we rolled out a more consistent vacation program for
students and we hope to do this on a permanent basis. Effective January 2015, we were
able to maintain a partnership with OBB (OUTWARD BOUND BRAZIL) for yet another OBB
/Acaia Challenge in a natural setting for teenagers aged 15-17 and we are very pleased
to report that the program will take another 40 children aged 10 -14 to a camping site in
Juquitiba. Trips will last 10 days for older students and five days for the younger ones, with
camping and outdoor activities assisted by instructors. Both partners, OBB and Go Outside
Adventure Camping, are lending specific equipment such as tents, sleeping-bags, jackets
and hiking boots, without which the children and teens would not be able to enjoy their
trip safely.
28
To raise funds for these ventures, we have made an appeal to Instituto Acaia
friends and acquaintances highlighting how important it is for the children and teens
hosted by the Atelier to be able to have a "breather" during the long summer vacation
period. Many surveys show that the gap between private and public system students gets
wider with each year's vacation period. Those whose vacations involve leisure, travel, visits
to museums and sporting and cultural activities will develop their cognitive and cultural
knowledge while children who spend these periods locked at home in the violent and
restricted daily life of slums will be left far behind. By mid-December, we had obtained
sufficient funds for the program and we would like to thank all those who contributed.
Legal advisory service
Consistent work with the community is coordinated by the Legal Advisory Team,
which holds a weekly session to help with requirements for documentation, social security
pensions and benefits, family situations involving alimony, dissolution of common-law
marriage, custody of children, domestic violence and legal action to protect children in the
most vulnerable situations. There is assistance and monitoring for proceedings held before
the Special Child and Youth Court to properly and fairly comply with social-educational
measures applied to teens who have committed offenses. Partnering with public agencies
helps in this respect. While municipal government and the judiciary branch often pose
bureaucratic and time-consuming obstacles that defeat expectations, the important thing
is to help members of the community uphold their rights, if only to a minimal extent.
29
Final considerations
As we have already pointed out in previous reports, one of the great difficulties
relate to the autonomy of teens, families and groups who have attended Ateliê Acaia.
We are constantly thinking about how far the coordinator’s role should go. How much
assistance should be provided? For how long? How do we help people to become
independent?
This year, we shut down the two “Meeting Point” laundries that we were
operating in the shack-schools. After five years of insistently trying to have them managed
autonomously as spaces for conversations and exchanges between residents, we realized
that they had become extension of the houses and relationships of those who were
running the laundries.
There was another fire in Favela do Nove, again showing the disorganized and
precarious conditions in which these families live. When work started to rebuild shacks,
we saw the same reproduction of power relations that we had noted in the case of the
laundries.
In both cases, laundry and fires, the decisions and power of dominant groups
dictated how the laundries were run and how burned-out shacks were occupied.
At our headquarters, working with the most disorganized students prompted
us to undertake new initiatives in 2014. To the work of the psychotherapeutic for the
‘feelings workshop’ we added a monthly session for pediatric cases and psychiatric and
neuropsychological testing. We are hoping to have more and better contact with the
Parque de Lapa Basic Health Unit by attending meetings of the teams that serve the same
community as Ateliê in order to join forces for the families facing the greatest difficulties.
For our “Cultural Tuesdays” movies are screened and musical groups perform
for our students. They are open to everybody as part of our aim for Ateliê to help bring
together different projects and social classes. We host students from cultural programs
in Curuçá and Sapopemba (Fábrica de Cultura, or culture factory) and look forward to
continuing this relationship. On the same lines, our Typography Workshop hosted high
school students from Colégio Santa Cruz and they worked together throughout the
second half of the year.
Starting over
from scratch
30
31
Our Cultural Tuesday
events are diverse and
open to the public
You are welcome to
attend!
We strengthened our partnership with OBB. Instituto Acaia offered its premises
for the Velame project’s activities workshops - training young people from different social
classes for an adventure rediscovering the city of São Paulo and getting involved to change
their communities or cities for the better.
We were able to work together with the municipal school system’s regional office in
Pirituba. Changes at the local elementary school (named for Dilermando Dias dos Santos),
where the vast majority of our students are enrolled, point to a year of partnership and
joint achievements. There was also progress in building closer relations with the other
schools attended by the children (Reynaldo Porchat, Boa Nova, Di Cavalcanti, Manuel
Ciridião Buarque, Architiclino Santos, and Anhanguera).
With the State of São Paulo Social Solidarity Fund, we signed an agreement to set
up a Fashion School in 2015.
From the year 2014 as a whole, there is a point that has yet to be developed.
We know what these children and adolescents have been missing certain aspects of life
that are crucial for proper human development - strong affective ties, concentration,
developing the ability to reflect, thinking in stages, eating properly, taking care of personal
health, etc. Despite all the work being done, it is still not enough to enable them to obtain
employment and become independent.
Should we be offering strictly technical courses for very young children? Could
we do so without undermining our own principles? There are many technical courses
available for boys aged 15 or over, when the gap between what they should know and
what they actually know is almost irreversible. Should Ateliê be offering short technical
courses for 12-year-olds as soon as they start afternoon sessions?
Another point we have pored over is the issue of computer or IT classes. We had
always presumed that basic knowledge in this area would be picked up in the course of
audiovisual workshops such as video (when using software such as Final Cut or Photoshop)
or graphic design and printing (InDesign and Illustrator) or even computer software for
carpentry shop (AutoCAD), which involves very demanding projects and designs. We have
difficulty believing in the merits of an IT course unrelated to any practical task or interest
shown. In 2015, therefore we will be holding afternoon computer or IT classes for 12year olds for the purpose of solving practical problems arising in the workshops in which
32
each child is involved. However they will focus also on basic use of Word and Excel and
we will continue to emphasize Internet searches. We have long been mulling these ideas
and we have been asked to be less subjective in relation to our attitude. However we must
realize that a child’s development of knowledge and productive capacity is a very sensitive
process. We hope to avoid ‘overcooking’ very important decisions
One last point is that in schools, in general, there are three issues that cause
clashes and arguments: sex, drugs and theft. We believe we have obtained good results
from our approach to sexual and drug use problems. However, although we take a firm
stance on theft and robbery, our students live in an environment that is very permissive
and theft has been completely trivialized in their everyday lives.
Students leaving Ateliê
We have started to formally engage with the issue of occupational skills acquired
by our students when they leave at the age of 17 and will be making a point of covering
this issue in each report. This year, 7 students graduated from Ateliê with excellent
acquired knowledge, although some are still lagging behind in terms of the school grade
they should be in at their age. On their own initiative, they sought language courses and
technical courses elsewhere. One of the students will be continuing to study at Acaia
Sagarana Study Center; 3 will be taking technical courses: 1 in graphic design and 2 in
logistics at Colégio Santa Cruz. The other 3 graduates have not yet finished high school,
but two of them have the skills needed for work in visual arts and are already working
with the XiloCeasa and Olhares do Beco groups. The other student came to us with
the idea of continuing at Ateliê in 2015 to attend the study workshop and prepare for
university admission exams at the end of the year. Another point to make is that even
when their time is officially over at the age of 18, former students do keep in touch and
seek guidance and often want our help to organize future activities. In the first half of
2014, for example, two students who had graduated in 2013 and taken Ateliê video
courses needed support to tackle the challenges of a selection procedure for a TV and film
course (Instituto Criar de TV e Cinema). They made it through the various stages of the
process and are now on the Makeup and Camera Operator courses.
33
From designing
through to building,
imagining is hard
work
Awards and publications
Elisa Bracher – March 20, 2014 - "Global Communities and Critical Citizenship: Artist-led
Workshop", with the participation of Elisa Bracher and Sarah Archdeacon, chaired by Liz Ellis,
Tate Modern, London.
- March 22, 2014 - "Global Communities and Critical Citizenship: Citizenship and Artists’
Practice", speakers Elisa Bracher, Sally Tallant and Lydia Parusol, at Tate Modern, London.
- May 17, 2014 - "3rd SP PRINT Symposium ", speakers Elisa Bracher, David de Almeida, and
Miriam Tolpolar, at Centro Universitário Belas Artes de São Paulo, Brazil.
- October 30, 2014 - "Listening and Participation Processes" , with Elisa Bracher and Jailson
de Souza e Silva, chaired by Dayana Leyton, at the event "Transmuseum Seminar: new action
platforms for museums in the contemporary world" MAM SP.
- November 18, 2014 - Attended the 7th International Public and Community Libraries
Seminar, at Rebouças Convention Center.
Ana Cristina Cintra Camargo – paper submitted to the Latin American Psychoanalytic
Federation Congress (FEPAL), held in Buenos Aires, September, 2014 "EL MÁS ALLÁ DEL
DIVÁN: LA CLÍNICA PSICOANALÍTICA EN LAS REALIDADES DE FICCIONES".
Caroline Florêncio da Silva and Dalila Gonçalvez Luiz – presentation at SMELP (Portuguese
Language Teaching Methodology Seminar) - FEUSP on the work of The Study Workshop 1 /
Language and Library, a reflection on reading and writing work at Acaia.
Larissa de Jesus Sousa – Ateliê Acaia student, entered the “Pode Pá Que É Nóis Que
Tá” literary competition and was selected for a poetry and prose anthology. The book was
published in late 2013 by publishing house “Um por Todos e Todos por Um”.
Luis Henrique de Lira Pereira – Ateliê Acaia student, was ranked among the top 10 prints
in the "2nd Brazil Print Awards" competition, held by Lojas Renner. His print is in the 2nd
edition of the book "Alma Brasileira" in its "student" section theme "Summer and Movement".
34
There are many
activities because
there are many
projects for the future
35
TEAM
Directors
Video
Carpentry and maths
Linha Nove Artisans
Ana Cristina Cintra Camargo
Elisa Bracher
Olga Maria Aralhe
Coordinator: Veronica Lúcia Saenz Davalos
Coordinator: Enio Alex Assunção
Maria Clemência Viana dos Santos
Celso Campos Toledo
Flávio Castellan
Kenneth Levi Almeida Silva
Primo Filmes (consultoria e assessoria)
Cláudio Shiroma
Daniel Romão
Evander Pereira dos Santos
Lindomar Geraldo dos Santos
The study workshop
Capoeira
Coordinator: Daniel Romão da Silva e
Maria Esther Pacheco Soub
André Luiz Maciel Pinto
Executive Secretary
Patrícia Yanaguisawa
COORDINATORS AND
EDUCATORS
Arts
Coordinator: Fabrício de Jesus
Barrio Lopez
Carlos Augusto do Amaral Sampaio
Flávio Castellan
Gilberto Mariotti (curador)
Guga Szabzon (artista residente)
José Carlos Gianotti
Marco Antonio di Lorenzi Andreoni
Mariana Aiex Jorge
Mariana Bernd
Ynaiá de Paula Souza Barros
Mônika Debasa (consultoria em
estamparia)
Music
36
Beatriz Kagueyama Toth
Carla Wanessa do Amaral
Caroline Florêncio da Silva
Dalila Gonçalves Luiz
Daniela Lopes Giaquinto
Gustavo Ignacio Duarte
José Modesto Leite Júnior
Juliana Cristina Diniz
Karina Santos da Silva
Lucas Monteiro de Oliveira
Lauro Medeiros de Souza Júnior
Leonel Parente Filho
Maíra Carmo Marquez
Natália Ferreira Campos
Paula Monteiro Takada
Roney Lima do Nascimento
Tania Cristina Souza Borges
Coordinator: Lucas Simões Borelli
Library
Ari Colares dos Santos
Matias Capovilla
Richard Pereira Lopes
Rodrigo Passos Felicíssimo
Gil Jardim (consultoria)
Magno Rodrigues Faria
Heloísa de Almeida Pacheco
Camila Oliveira Ribeiro Bueno
Cookery
Romilda Benedita Mendes Fernandes
Sewing and embroidery
Ana Cláudia Bento dos Santos
Francisca Neres da Silva
Feelings Workshop
Silvia Maia Bracco
Shack-schools
Ana Cláudia Bento dos Santos
Andresa Alves Ferreira
Liz Andrea Lima Mirim
Luis Gustavo Gomes de Sousa Rocha
Lucialva Valéria Gonçalves Rocha
Martin Schertel Charlone
Neuza Francisca dos Santos Lins
Zilnay Martins dos Santos
Game-play activities - Evening period
Lucialva Valéria Gonçalves Rocha
Kids Workshop
Simone Baptista dos Santos
Craft jewelry
Miriam Andraus Pappalardo (assessoria)
Legal Advisory
Dra. Sandra Alves Silva
Marina Dantas Allegro (estagiária)
PARTNERSHIPS
Academia de Filmes
Academia Internacional de Cinema
Acampamento de Aventura Go Outside
Amoreira Comercial Ltda. – EPP
Apiacás Arquitetos
Ateliê Kika Levy Cris Rocha
Auditório Ibirapuera
Beacon School
Bita Encadernações, Caixas e Cerâmicas
Caderno Listrado
Casa do Adolescente – SP
Casa do Artesão de Corumbá
Centro Universitário Belas Artes de São Paulo
Colégio Santa Cruz
Dali Artes e Molduras
Editora 34
Estúdios Quanta
Fazenda do Pinhal
Galeria Estação
Instituto Criar de TV, Cinema e Novas Mídias
Instituto do Imaginário do Povo Brasileiro
Instituto Tomie Ohtake
Ivan Vilela
Livraria da Vila
Marcenaria Baraúna
37
Marcenaria da Fazenda
Momento Café
Monika Debasa
OBB (Outward Bound Brasil)
Olimpia Soccer
Panacéia Tear & Patchwork – Atelier
Panacéia
Perita Manus
Prefeitura Municipal de Corumbá
Projeto Tempo Certo – Alfabetização de
Adultos
Ráscal Pizza e Cozinha
Scientia Consultoria
Teresa Dantas
Wheat Orgânicos
HEALTH
Dermatology
Drª Eliana Senatore
Drª Mariana Dias
Gynecology and Obstetrics
Dr. Eduardo Motta
Neuropsychology
Drª Ivania Pantarotto
Odontology
Odontologia Sanseverino
Ophthalmology
Drª Alexandra Dezani Soares
Dr. Ronaldo Barcellos
Orthopedics
Dr. Eduardo Bracher
Dr. Eduardo von Uhlendorff
Clínica Axis de Coluna
Otorhinolaryngologist
Dr. André Duprat
Dra. Roberta Ribeiro de Almeida
38
Pediatrics
Drª Ana Claudia Villela Soares
Psychiatry
Dr. Fernando Ramos Ashbar
Drª Silvia Maria Arcury
COLLABORATORS
Architecture
Base 3 Arquitetos Associados
Lorenzo Mammì
Márcia Grosbaun
Sawaya Bracher Arquitetos
Sawaya Engenharia
Una Arquitetos
Attorneys
Dra. Mary Livingston
Toron Torihara e Szafir Advogados
Carmelo Nunes e Guedes Nunes Sociedade de
Advogados
Translations
Just Traduções
CULTURAL PROGRAMMING
ARTS
Aldeia Tekoá Pyau (Aldeia Guarani)
Augusto Sampaio
Flávia Ribeiro
Sidnei Perego
MUSIC
Banda La Piedra
Banda Sinfônica de Sapopemba (Fábrica de
Cultura)
Bateria da Torcida do Noroeste
Beto Montag
Demétrius Lulo
Don Pixote
Fernanda Cabral
Josep Mª Aragay Borràs
Julio de Paula
Manu Maltez
Marina de La Riva
OCAM – ECA-USP
Ôctôctô
Quarteto Z
Roda de Choro – Alunos do Deptº de Música da
USP
Sinfonietta de Vila Curuçá (Fábricas de Cultura)
Vanessa Moreno e Fi Maróstica
Wagner Barbosa
VIDEO
Danilo Mussolini
Guta Bodick
Luis Dreyfuss
Roberto Augusto
Uli Burtin
DONORS
Individual donors
Ana Beatriz de Araújo Cintra
Ana Cristina Cintra Camargo
Anna Luiza M. Barros
Candido Botelho Bracher
Daniel Annenberg
Daniela Maria Moreau
Elisa Bracher Franciosi
Ezequiel Grin
Fernão Carlos Botelho Bracher
Filipe Cuvero
Guilherme C. de Araújo Cintra
Heinz Gruber
Helena Carvalhosa
Maria Alice C. M. Gouveia
Maria Alice N. Franciosi
Maria Beatriz Costilhes
Maria Esther Pacheco Soub
Maria Eugenia R. Nobre
Maria Laura B. F. Vilhena
Maria Teresa S. Catalano
Maurício Grin
Milú Villela
Nancy Englander
Paulo Guilherme Aguiar Cunha
Raquel Queiróz F. Franco
Sandra Ramos
Thereza F. Dantas
Thomas Camargo Coutinho
Corporate donors
Amaral Franco e Cintra Z. S. ADV
Acrilex Tintas Especiais S.A.
Brazil Foundation
Colégio Santa Cruz
Consenso A. Patrimonial Ltda.
Editora 34
Fundação Arymax
Instituto Credit Suisse Hedging-Griffo
39
Acaia Sagarana study center
What we do
Acaia Sagarana study center has been developing its activities since 2005. Its
program offers classes with comprehensive content and good learning practices for high
school students from the public system who have prioritized continuing school as an aim
in life.
Attendees: 36 students
1
2
Activities
Classes
Biology
Physics
Geography
History
Portuguese Language
Literature
Mathematics
Chemistry
Schedule
Monday to Friday from 6 pm to 10:30 pm and Saturdays from 8:30 am to 5 pm
From Monday to Friday, students have access to the classroom, materials and
equipment to study after 2 pm.
Weekly hours
28 hours classes and activities
The classroom has 15 Internet-connected computers available for students
to use.
Initial Activities
February 2005
3
40
1. Visit to Catavento Cultural
2. Independent study afternoons
3. Students group work
41
Acaia Sagarana Study Center course
Biology experiment
Presentation in class
Physics experiment
Acaia Sagarana study center is currently developing two key initiatives:
One is a um free course for 36 students who have enrolled for the third year of
high school or concluded the previous year’s program. This course is designed mainly to
strengthen some key academic skills, such as independent self-study, their relation with
knowledge and ability to manage the learning process itself. We believe these tools are
essential to go on to a college, technical course or university admission preparation course
University admission preparation courses currently amount to a requirement for
most students applying to good universities, public or private. They review the entire
content of the high school curriculum in one year, which gives many students an
opportunity to fill gaps left by their previous schooling. Because of their fast pace, they
require a level of readiness that public-school system students have not always attained.
However, we know that these tools provide necessary but not sufficient conditions for
admission to good universities. The journey means developing discipline and commitment
so that each student is focused on continuing learning as well as filling gaps in knowledge
gaps and reviewing contents.
To ensure continuity for this process, the other CE Acaia Sagarana initiative is a
partnership with Curso Anglo Vestibulares.
42
Our work is focused on developing autonomy for learning and studying. This
means helping students take a series of decisions, not all of them easy ones, in relation
to their option for learning, persistence and effort and also helping them develop the
requisite strategies and skills. Students are constantly facing decisions: when reading a
difficult text, solving complex equations, testing hypotheses, making mistakes, learning
to live with uncertainty. Although apparently quite simple issues, they do make progress
harder for many students. For example, when faced with difficult texts, many become
distracted and quit while arguing “I cannot understand. I’m no good at this subject.”
Persistence in the face of difficulty and “not knowing” is a critical faculty that must be
exercised, developed and extended for a student to become a self-starting or autonomous
learner. Many students come to Acaia Sagarana study center without previous experience
of studying for long periods and many have a fixed image of themselves as “good” in
certain disciplines or fields of knowledge but “ not good” at others, as if these abilities
were innate characteristics. One of our tasks is precisely to lead a learning process to
dissolve this false image and replace it by one showing that everybody is capable of
learning! Another of our tasks is to inculcate a pace of studying that requires students to
engage with an everyday activity in which they feel constantly challenged. We propose
activities that require both individual and group work. A very important point is that
each individual should be aware of their own pace and manner of studying; they must
learn the appropriate procedures for studying or learning when required and be able to
learn both in groups and individually. In this respect we offer a number of conditions
for students: carefully planned step-by-step lessons with precise challenges adjusted to
our learning objectives; homework that complements class activity and will be needed
to continue the next class; classrooms available for afternoon study as of 2 pm, with
monitors in attendance as well as materials and equipment for study; specific study classes
for teachers to observe and offer advice on the best way of using time allotted. In addition,
the course curriculum is meticulously structured so that some content is taught in class
and some is for self-study. The curriculum is designed so that students have to do part
of their learning tasks outside the classroom. This experience is needed to develop the
43
ability to study independently. But this requires each individual to do their part in terms of
study, effort and willingness to tackle difficult content, complex equations, and relations
between different fields of knowledge. By overcoming the obstacles that they often see
as insurmountable, these students are consolidating a new way of learning that will be
decisive when competing for a place at one of Brazil’s universities of excellence.
A preliminary assessment at the beginning of the year selects students to review
their profiles and work on lesson plans to adapting them to the specificities of each group.
Contents are defined around structural themes in each subject area.
This course covers Portuguese Language, Writing, Literature, Mathematics,
Biology, Physics, Chemistry, History and Geography. On Saturdays, there are extracurricular
activities such as field trips, museum visits, lectures and movies.
Academic term is March through December, from 6 pm to 10:30 pm, Monday to
Friday, and from 8:30 am to 5 pm Saturdays. More extensive fieldwork takes place in July,
which in previous years has been arranged in the Pantanal region of Mato Grosso do Sul
(2011-2013) and Vale do Ribeira (2014). Students spent 8 to 10 days getting to know the
area, its people, culture and biodiversity while learning more about these regions. In the
Pantanal we have an exceptional situation: our students are hosted by the Acaia Pantanal
team from Instituto Acaia, which provides all logistics, food and support for the study trip,
as well as scheduling places to visit, etc. These field studies provide enriching experiences
and leverage relations with learning and knowledge.
Partnership with Anglo
Through the partnership agreement between Acaia Sagarana study center and
Curso Anglo Vestibulares, 20 full scholarship places on the extensive morning session
course are offered for students who have completed high-school entirely in the state
system and have always attended regular public-system schools. Eligible students must be
available for full-time education - both morning classes and afternoon study time at the
Anglo unit where specific support is provided, so that they will enjoy an environment that
favors learning and use all Anglo's facilities for students.
44
Paired activities
Selection for the course at Acaia Sagarana study center
Places for the Acaia Sagarana study center course are offered to the region’s state
schools through presentations for principals, coordinators and teaching staff and then for
students. A three-stage selection procedure attempts to find students who are motivated
for studying. The first stage consists of a multiple-choice test and students failing to get
a pass mark in Portuguese and / or Mathematics are eliminated. Note that the tests are
designed to cover various levels, from the most basic knowledge of the subject (e.g. the
four mathematical operations) up to the level corresponding to high school year 3. The
second stage consists of open-ended questions and a written essay. All students who pass
the second phase are interviewed. Those performing unevenly with low scores in one
particular subject area may take a third test to identify their learning potential in relation
to knowledge of that particular area.
We contacted around 18 schools and 2,800 students attending the third year of
semior high school. The schools send us a list of the students who sign up for the selection
process. Initially most students show interest in our course. However, when we spell out
attendance and punctuality requirements, most give up. Of the 2,800 students contacted,
some 400 enroll, but only around 200 show up for the first stage of testing. Of these,
90% usually go on to the second stage, making around 180 students, of whom only 150
actually come for the test.
Selection through several stages helps each student to confirm their interest in
the course. We are aware of the major efforts required of those who choose this option:
evening classes from Monday to Friday, classes on Saturdays, mandatory attendance,
punctuality, homework and extracurricular tasks. Many students are new to the task
45
Classroom guidance
of studying at home and spending a large part of their day studying. By remaining at
each stage of selection, applicants confirm their interest and show an important facet:
persistence - which will be necessary and only the first of many demands that academic
activity will make for these students who wish to change their life trajectory and their
reality through study.
Selection for Anglo's university admission preparation course
Scholarships for Anglo's courses are awarded through examinations held regularly
at the end of each school year. Students who have completed their elementary and
secondary education in public schools and are now available to study full time are selected
on the basis of their ranking.
Teaching staff
Fieldwork in Vale do Ribeira
We know we are setting our sights high: in just a year, we want to get our
students into a position of being able to compete for places at top universities alongside
students from the best private schools. This requires dedicated and committed teachers.
An important aspect of our work is that we value every minute of class time. Classes start
on time, lesson plans are detailed and make the best use of the time available. Over all
these years we have never had a missed class or an empty slot in the schedule. Another
aspect worth mentioning is the selection of contents and didactic approach of adapting
programs to actual learning situations. Often an interconnection with other fields of
activity is required and both planning and lessons have to involve two or more teachers. In
addition, throughout the year we need to keep a trained eye on the process each student
is going through and be quick to make any referrals required.
In addition to knowledge, all the above requires teachers to invest time, dedication,
availability and flexibility.
Corresponding to this high level of dedication, we seek to compensate our teachers
by paying salaries on the same level as São Paulo's best schools.
Teachers are crucial to the success of this work. Our experienced and highly
qualified professionals share a commitment to learning for all students. Let us recall that
our students come to us from different trajectories and schooling repertoires, so this
commitment involves demanding and challenging tasks.
46
47
Outcomes
From 2005 to date, 369 students have attended the course at Acaia Sagarana study
center and benefitted from the scholarship program we run in partnership with Curso
Anglo. Of these, 217 students (58.81%) enrolled at public universities and 41 (11.11%)
at private universities of excellence, resulting in a total of 257 students or 69.92% of
students enrolled at good universities.
In 2014, we ended the year with 33 students, of whom 23 enrolled at public
universities and 1 at a private university of excellence, thus totaling 24 students in higher
education at universities of excellence.
Students failing to pass admission exams may continue studying on preparation
courses.
There were 18 students awarded Anglo scholarships in 2014, 61% of whom passed
exams for public or private universities of excellence. Six of our students sat medical school
exams and got through to the second stage, but not the next one, so they will be taking
the preparation course again.
369 students assisted from 2005 to 2014
The Reasons
41
217
58,81%
admitted to
public universities
11,11%
admitted to private
universities
rated excellent
67
18,16%
admitted to other
private colleges
26
15
3
4,07%
not studying
0,81%
not found
48
7,05%
enrolled on university
admission preparation
courses
Acaia Sagarana study centre was founded because a significant proportion of
young Brazilians have their chances of being admitted to good universities drastically
reduced by the shortcomings of a public school system that has not been up to the
challenge of ensuring quality basic education for all. In Brazil as a whole, approximately
87.2% 1 of high-school students are enrolled in public schools. In the state of São Paulo,
there are 85.4% and only 26.9% of those who passed Fuvest admission exams in 20142
had attended public-system schools, whether federal, state or municipal. Note that these
numbers include students from technical schools, which provide special programs and
education of better quality.
Another point to note is that most public-school students do not apply to the best
universities. The Fuvest exam is an example of the latter and its public-private student ratio
of 0.6:1 contrasts with the statewide enrollment ratio of 4:1 (i.e. there are four times more
public than private high-school students) with 98,418 private- and 65,233 public-school
students taking this admission exam 3).
By excluding public-system students from university, an important means of access
to participation in social, political, economic and cultural development is being cut off.
Brazil as a nation is the worse for it, not only wasting talent but also seeing ‘social debt’
spiraling with ever diminishing means of settling it.
1
Source: School Census 2013 / Anísio Teixeira National Institute of Educational Studies (INEP).
The 2014 census data had not yet been released as of this report's publication date.
2
Source: http://www.fuvest.br.
3
Source: Fuvest 2014.
49
Visit to Catavento
Cultural
Visit to Museum of
Contemporary Art
(MAC USP)
The Challenges
The dramatic situation facing Brazilian young people will be reflected directly in
the country’s development in the coming years: less than half young people aged 15-17
are enrolled for high school. Moreover 70% of the 18-24 age group are not enrolled in
education or training programs.
If Brazil is to make its development irreversible and play a role in the world, high
quality education and vocational training must be at the top of the agenda for both
government and civil society.
The small number of young people from public-school systems enrolled at good
universities in this country impoverishes and limits the educational system as a whole,
which is deprived of the social representativeness and benefits of diversity that should be
part of it.
The challenge is posed: we must act to broaden the prospects of these young
people being involved in Brazil. Given this situation, through the Acaia Sagarana study
center, Instituto Acaia works to provide opportunities for young people from the publicschool system to continue building toward their dreams and get them actively involved
in building this nation. We believe this is a contribution toward lessening Brazil’s social
inequality and democratizing higher education.
50
Our first major challenge we face is to keep up the pace of learning and
commitment for the students throughout the year. We work with students for whom
further study is part of their plans. However, in the course of the year the demands posed
- setting aside time for studying, more in-depth study of matters they thought had already
been learned, facing more difficulties, cope with not knowing things - students may find
it hard to retain the same enthusiasm shown at the beginning of the year. Our team has
to detect behavioral changes and prevent discouragement setting in. This is done mainly
by clearly flagging the progress that each individual has been able to accomplish and
giving them very personalized follow-up. Each student gets a bimonthly bulletin with very
accurate details of their learning process where they need to improve and how to do so.
In addition, teachers and coordinators have extensive allocations to individually mentoring
students for that each of them to become more aware of their own resources and thus
tackle academic difficulties and become more autonomous in their studies.
Another challenge we have to tackle is the tendency to dropout before the end of
the course. An average of 10% to 20% will give up before the end of the course.
On analyzing reasons for dropping outs, we find that some are due to factors
beyond their control (such as moving to another city). In other cases, however, the reasons
for leaving poses a challenge for us and are very clearly highlighted at certain times of
51
Keynote speech for
symposium at Vale do Ribeira
Chemistry experiment
the year. The first point is at the end of August. This is a special moment, on the eve
of the date for enrolling to take the main university admission examinations. Students
find themselves faced with the need to make decisions and on this occasion their real
possibilities and limitations in relation to these examinations materialize for each individual.
Another critical period is November, when they start taking university admission exams. At
this point, students often become discouraged when they see how difficult they are and
how they require more hard work. Our team comes under pressure as many of them start
to look for more support and guidance.
A number of factors tend to emerge in the course of the year that raise the option
of dropping out. There is peer-group pressure to prioritize employment since they associate
academic activity with a “playboy’s life”, meaning that it does not belong to the set of
activities valued by the group. Another is the mistaken conclusion that admission to a
good university is beyond their reach.
However, we also know that all these notions gain strength only when combined
with a student’s lack of belief in their ability to cope with the difficulties they are meeting
with to broaden their competencies and pursue their academic studies. This is where
we face our greatest challenge: calibrating the pressure with each individual’s potential
and not letting the tight learning window go by. Students have to be shown how to
avoid giving up when they meet with difficulties, how to remain steadfast rather than just
feeling despondent: in other words the role of effort and persistence. We believe our work
52
Students in class
Individual study
evenings
can not only tip the scales for most students but can also be enhanced to reach out to the
small numbers who drop out before the end of the course.
We clearly appreciate that each of them has to make their own choice so the work
we do is always directed toward helping them see the different future paths that will be
determined by their choices.
We see that dealing with these situations poses a major challenge that has to
be worked on right from the beginning of the year and closely observed every year: we
have to lend purpose meaning to the effort needed to learn and study. This meaning and
purpose has to overcome the appeals of immediately consuming and having fun and be
part of the project for gaining admission to a good university. Above all, we have make
students feel empowered. This is what will ensure the potion for continuing studies in
each of their decisions throughout the year.
Finally, we have the challenge of selecting student: how to select those who are
really determined to study and willing to invest time and energy to do so. Although at
first all students say that they do want to study and get into a good college, when faced
with the demands that this option poses many will give up and realize that they prefer an
easier option. We have had students who have spelled out this approach in these words:
“If I have to study so much to go to a good university, then I prefer to study less and go
to one that is not so good.” Our challenge is to identify those students whose life-project
consistently involves study and the aim to go to a good university. This means constantly
refining and improving our selection procedures.
53
TEAM
1
Director
DONORS
Ana Amélia Inoue
Eduardo Mazzilli de Vassimon
Candido Botelho Bracher
Pedagogical Coordination
Daniel Vieira Helene
Lisângela Kati do Nascimento
Paulo Roberto da Cunha
Teachers
Daniel Vieira Helene
Danilo Hernandes
Fabiana de Lacerda Vilaço
Fernando Luiz Cássio da Silva
Lisângela Kati do Nascimento
Marcos Roberto de Freitas Bolognesi
Paulo Roberto da Cunha
Renato Casemiro
Monitors
Camila de Macedo Deodato Barbosa
Letícia Christmann
Thiago Martins de Carvalho
Administrative and pedagogic
assistant
Tassiana da Silva Souza
COLLABORATORS
André Toral
Eduardo Gianetti da Fonseca
Fábio Aviles Gouveia
Fernando Reinach
Françoise Trapenard
Roberta Murasaki Cardoso
Rodrigo Mendes
54
1. Presentation for Vale do Ribeira
symposium
as demais: : Fieldwork in Vale do
Ribeira
PARTNER INSTITUTIONS
CMDCA – São Paulo-SP
Fundo Municipal da Criança e do Adolescente –
FUMCAD
Diretoria de Ensino Centro-Oeste – SEE-SP
E.E. Alexandre von Humboldt
E.E. Deputado Augusto do Amaral
E.E. Dona Ana Rosa de Araújo
E.E. Emiliano Augusto Cavalcanti de
Albuquerque e Melo “Di Cavalcanti”
E.E. Fernão Dias Paes
E.E. Godofredo Furtado
E.E. Ministro Costa Manso
E.E. Odair Martiniano da Silva Mandela
E.E. Pereira Barreto
E.E. Prof. Almeida Junior
E.E. Prof. Andronico de Mello
E.E. Prof. Antonio Alves Cruz
E.E. Prof. Emygdio de Barros
E.E. Prof. José Monteiro Boanova
E.E. Prof. Manuel Ciridião Buarque
E.E. Romeu de Moraes
E.E. Sólon Borges dos Reis
E.E. Virgília Rodrigues Alves de Carvalho Pinto
Anglo Vestibulares
Acknowledgements
Alexandre Enrico S. Figliolino
Rafael Andrade Pereira
55
Acaia Pantanal
What we do
In order to contribute to the human and social development of the Pantanal region
through integrated educational measures for preserving its biome, Acaia Pantanal organized
a number of activities for children, teens and adults living in the area around the Paraguay
River near Baía do Castelo and Serra do Amolar in the rural area of Corumbá, MS.
Attendees
81 children and adolescents
44 families
6 rural schools in the Pantanal region
50 researchers, visitors and college students
Activities offered
Jatobazinho School
Jatobazinho workshops
Bodoquena students
Learning Community
Community Relations
Supplementary activities
56
Reading is a
powerful habit
to enable
the riverside
region’s
students
to gain
awareness of
new worlds
and ideas
Initial Activities
January 2008
57
"The world was not
made as an alphabet.
First there was water
and light.
Then came the trees. "
Manoel de Barros
Context
Main activities
Monthly household income
Minimum wage or less
74,20%
not known /
not reported
9,70%
Acaia Pantanal started its activities in 2008 after an extensive social and
environmental survey conducted in 2006 and 2007 had identified the main demands of
the communities in the Pantanal region between Baía do Castelo and Serra do Amolar in
the municipality of Corumbá, state of Mato Grosso do Sul.
The area is characterized by difficult access due to its geographical isolation. Its
natural setting obviates roads and basic infrastructure facilities such as electricity, telephone
and essential health, education and social assistance services.
With few opportunities for income generation, it has a subsistence economy in
which families are basically engaged in artisanal fishing and collecting bait. Rather than
living together in groups or villages, family homes are located along the riverside and
thus more separated from each other. In this context, the area’s low social and human
development index reflects a low level of schooling and high illiteracy, together with
the practice of illicit activities and troubles such as alcoholism, sexual exploitation and
teenage pregnancy.
Acaia Pantanal has been active in the region since 2008, combining education
with social protection as a means of ensuring comprehensive development for riverside
residents and contributing to the region’s social and environmental development.
More than minimum wage
16,10%
collecting bait
fishing
agropastoralism
85,48%
74,19%
20,97%
Introduction
Acaia Pantanal develops formal school education as well as social and educational
activities, encouraging sociability, knowledge, skills and competencies required in everyday life and training for full exercise of citizenship.
Source: FRANCO, Jose Luiz de Andrade; DRUMMOND, Jose Augusto; et al. Biodiversidade e ocupação humana
no Pantanal mato-grossense - Conflitos e oportunidades.
58
59
In 2014, our activities were reexamined and restructured to accommodate a new
logic of complementarity. Redirecting efforts from a central focus - the Jatobazinho School
- we embarked on a set of initiatives that includes the following activities: Jatobazinho
school, Jatobazinho workshops, Bodoquena students, Learning Community, Community
Relations and Supplementary Activities.
Four initiatives that Acaia Pantanal had been developing came to their conclusion
in 2014: an orchestra playing regional stringed instruments (viola caipira), a steer wrangling
project (Peão Boiadeiro), and an itinerant school for strengthening public policies
Acaia Pantanal had set up the orchestra (Orquestra Corumbaense de Viola Caipira,
or OCVC) in 2011 and it made an important partnership agreement with SESC Corumbá
in 2014, which clearly the orchestra’s growth potential as an activity formally attached
to SESC. In November 2014, therefore OCVC was decoupled from Acaia Pantanal and
officially handed over to SESC.
The Peão Boiadeiro wrangling project ended when the last 3 students enrolled
concluded their course This project had lasted two years and been very significant for
offering occupational opportunities for young people with low educational levels in a filed
of activity that is highly valued in the Pantanal’s regional culture. Since there were now
more openings to continue training for young riverside dwellers in the region, demand for
the project diminished and it was closed down in mid-2014.
For two years, our itinerant school worked to teach reading and writing to young
people and adults in the riverside areas. Sixteen primary-school Year 2 pupils graduated
in December 2014, and had their diplomas ratified by Corumbá’s municipal education
department. Since the remaining illiterate riverside dwellers showed no interest, this
project too came to end.
Finally, another initiative that Acaia Pantanal was developing that also concluded
in 2014 was a program called ‘Strengthening Public Policies”. Acaia Pantanal reviewed
its institutional relations strategy in 2014 and decided to just support municipal council
initiatives but not take part with representation on these councils.
By restructuring these activities therefore, Acaia was able to concentrate its efforts
on a set of interventions enriched through complementarity effort across related activities.
The main activity is the Jatobazinho school and the other activities are grouped around it.
60
Projects concluded
after participants
conquered new
horizons
Watch this video feature aired by SBTMS in 2013: Vida de ribeirinho
(The riversider's life).
61
Jatobazinho school and workshops
The Jatobazinho elementary school covers years 1 to 5 under a public-private
partnership agreement with the municipality of Corumbá. It is part of the municipal
structure known as Escola das Águas (the Water Schools), and is attached to Polo
Paraguai Mirim municipal rural school. Under the partnership with Corumbá’s education
department, Jatobazinho is classed as a ‘municipal rural extension school’ with its own
quite independent school management and its activities are closely monitored by the
municipal government.
Like other rural schools in the region, Jatobazinho alternates periods at boarding
school and at home as a special arrangement to enable local children to attend. Given the
long distances and difficult access to their homes, children and adolescents who had never
been to school before could only do so if they could board there.
In pursuit of excellence for continuing education and teaching resources, Acaia
Pantanal found an important partner in the form of Fundação Bradesco, which works in
every state of Brazil and has built up expertise in challenging contexts, so it and stepped
in to provide pedagogical consulting services from 2010 onwards.
The Jatobazinho school’s formal education was reconciled with a diversified base
developed in pupils’ free time through a number of workshops using project methodology
at the Jatobazinho Workshop unit, which cultivates the skills and competencies required
for everyday life and exercising citizenship by building out cultural repertoire, sociability,
knowledge and values.
With these two integrated units, Jatobazinho school and Jatobazinho workshops,
we are able to offer full education and accelerate the educational process so that in one
year a student may advance 1 or 2 school years, thus closing their age / year mismatch
so that students could graduate from Year 5 at the age of 11 at most. Four students
successfully took fast-track programs in 2014.
"Boy and animals. Boy
and sun. Boy and river.
Boy and trees."
Manoel de Barros
62
63
Daily routine at Jatobazinho school and
workshops
6 am to 7 am - wake-up time - two monitors
awaken students and supervise bathing, brushing teeth
and dressing in the male and female quarters;
7 am to 8 am - breakfast - students have
Formal and non-formal education at
a full-day school
breakfast accompanied by monitors;
By providing education of excellence through these two activities - Jatobazinho
school and Jatobazinho workshops - many children were able to continue their studies
after elementary school Year 5 and attend Fundação Bradesco’s Bodoquena school in
the municipality of Miranda. Pupils are only admitted to Bodoquena school from Year 6
onwards after passing a very competitive selection process.
The Jatobazinho school and workshops develop their activities at a farm property
located in a remote and somewhat inaccessible area that is only reached by boat or small
plane, located on the banks of the Paraguay River some 90 km north of the town of
Corumbá (MS).
With support from Corumbá municipality in the form of school-boats, students
were able to return to their homes every weekend as well as recesses and vacations.
School days, recesses and vacations
64
school days
weekends
recesses/vacations
31 dias
Adaptation
23 days
5 days
7 days
Term 1
42 days
7 days
15 days
Term 2
42 days
8 days
21 days
Term 3
52 days
9 days
15 days
Term 4
48 days
8 days
31 days
208 days
school
37 days
weekends
120 recesses
and vacations
65
8 am to 12 noon - classroom lessons -
5 pm to 6 pm - recreational activities -
Portuguese Language, Mathematics, Science, History,
Geography, English, Physical Education, and Learning
Support and Fasttrack;
recreational activities with play time, swimming pool
and treks;
6 pm to 7 pm - personal care - together with
12 noon to 1 pm - lunch - varied menu, well
balanced dishes;
monitors, personal care guidance and advice for activities
such as bathing, cutting nails and hair, and brushing
teeth;
1 pm to 5 pm - workshops - in classrooms or
in the field workshops for Agricultural, Craft, Corporal
Expression, and IT projects are developed, and student
assembly is held;
7 pm to 8 pm - dinner - varied dishes and well
balanced menu;
8 pm to 9 pm - recreational activities movies, reading books and board games;
9 pm to 6 am - rest - rest time accompanied by
monitors.
66
67
"The importance of
a thing has to be
measured by the
delight it produces
in us."
Manoel de Barros
Below we show the Curriculum Matrix and Diversified Base tables with numbers
of classes and meetings.
Curriculum Matrix
To run these activities in such a remote region without access to electricity,
water or sewage treatment, transport and telecommunications, Acaia Pantanal requires
a complex logistics structure to sustain everyday routines. The Jatobazinho farm has a
set of generators to supply lighting for dining, bathing and recreational activities. Given
the high levels of fuel consumption and running costs, the generators are on for only
three hours a day. To ensure potable supplies, there is a water treatment system feeding
all school faucets. A radio system shared with other organizations active in the region
provides Internet access. Telephony depends on rather weak cellular transmissions that
are not always to be relied on. For transport, Acaia Pantanal has 4 boats that take turns to
carry staff, students, food and consumables. In 2014, we set up a cold room cooled by a
separate genset to store food for longer periods.
components
weekly
classes
Portuguese Language
Diversified Base
workshops
weekly
classes
6
Agricultural
6
Mathematics
6
Craft
6
History
3
Corporal Expression
3
Geography
3
Citizenship
3
Science
4
Sports
4
Physical Education
3
Students' Meeting
3
English
1
Personal Care
1
Learning support and
acceleration
3
Games and Recreation
3
A total of 61 students attended Jatobazinho school and workshops in 2014.
During the year, we had some students drop out and some new pupils joined, so 58
students concluded the school year and 100% of them got pass marks.
number of students in 2014
Enrolled
Year Year Year Year Year total
5
1
2
4
3
14
20
Dropouts
Accelerated to subsequent year
-1
Accelerated derived from previous year
Passed
68
14
19
8
61
12
7
-1
-2
-3
-2
-1
-4
+1
+2
+1
+4
10
6
9
58
69
Jatobazinho
school and
workshops
Acaia Pantanal encourages teacher training for
pedagogical practice and exchanges between
professionals from Pantanal region's schools
Advice
workshops
Grupo Experimental de
2 coordinators
Truques Teatrais
5 teachers
PROESCA
2 monitors
UFMS
1 social worker
Casa Massa Barro
2 cooks
1 washerwoman
2 cleaners
3 field workers
Partners
Secretaria de Educação
Secretaria de Saúde
Secretaria de Assistência Social
Of the nine students who graduated from Year 5 in 2014, two were at the
right age to enroll for the 2015 selection procedure for Year 6 at Fundação Bradesco’s
Bodoquena elementary school. Both students passed the selection process but only one
of them decided to study at Fundação Bradesco’s school. In 2015, therefore, 1 student
will continue at Fundação Bradesco, 5 will go on to study in Corumbá’s urban area and
3 students will remain in the wetland region attending another municipal school, Polo
Paraguay Mirim.
A major change in 2014 was that the coordinating function at Jatobazinho school
was split into two different positions: one pedagogical and the other administrative. With
the support from Corumbá’s Unicap education department, another educator was hired
to better support the 20 extra places for 2014 over 2013.
To further enrich activities in 2014, more new advisory functions have been
incorporated into the diversified base, in particular for craft and corporal expression
workshops, in addition to sports activities. Pedagogical advisors from Fundação Bradesco’s
program and special advisor Silvia Juhas were retained. Other partnerships with various
actors, cultural references and local educational resources enriched social and educational
activities.
Advisory staff
Pedagogical
Marinha
Fundação Bradesco
Programa Povo das Águas
Silvia Juhas
SESC
3º Grupamento de Bombeiros
Fazenda Caiman
Muhpan
Polícia Militar Ambiental
Casa de Ensaio
Lab Arqueológico do Pantanal
Restaurante Ráscal
To facilitate its activities and serve its increased capacity, Acaia Pantanal built or
refurbished more space or accommodation for operational, kitchen, laundry and library /
playroom employees, visitor dorm, teaching kitchen and studio. Building plans for 2015
include construction work for the teachers and coordinator’s dormitories, which will be
monitored by the Mato Grosso do Sul Environmental Institute (IMASUL).
Watch the UNESCO video "Deconstructing Barriers".
70
71
Adult training
programs to stimulate
income-generating
opportunities
Bodoquena students
Seeing that former Jatobazinho school students won places at Fundação Bradesco’s
Bodoquena School in the town of Miranda, but had no means of ensuring transport and
staying at their new school, Acaia Pantanal decided to help them by setting up social,
educational and logistics support structure. In 2014, it assisted 20 students and their
families with river and overland travel, parent meetings and monthly visits providing social
and educational guidance. From 2013 to 2014 there was a 30% increase in the number
of students who were able to go on to study at Fundação Bradesco’s school.
Learning Community
The Learning Community was set up in 2013 and the group attended 3 of the
5 training programs held by Acaia Pantanal in 2014. Teachers and coordinators from
schools in the wetlands and surrounding areas - Jatobazinho, Paraguai Mirim, Barra de
São Lourenço, Instituto Santa Mônica, Fazenda Caiman and Fazenda São Bento – met
to exchange ideas and experiences. The key theme in 2014 was lesson planning and
evaluation activities. There were some 264 hours of on-ground training and 244 hours of
distance learning. Of the 5 training programs held in 2014, 2 were in São Paulo-SP, with a
full cultural agenda (visiting exhibitions, museums, theaters and cinemas) along with a full
pedagogical training schedule.
Community Relations
Four projects came to an end in 2014 and our social service then allocated more
time for families of students at Jatobazinho school, providing social and administrative
support to obtain documents and access to government social benefits, as well as support
and advice for extremely poor families.
44 riverside families
registered
documents obtained
37 registered
Units
in 2013
7 registered
in 2014
health system card (SUS)
14
taxpayer number (CPF)
6
identity card (RG)
6
school transfer
4
enrollment certificate
3
birth certificate
1
In 2012, Acaia Pantanal set up an embroidery group with local women. In
2013 the "Bordadeiras Pantaneiras" (Pantanal's Embroiderers)" group consolidated its
production of pieces (dishcloths and cushions) and Acaia Pantanal added to their income
by purchasing them and looking for more marketing outlets. In 2014 new workshop
facilities were built and the newly structured space was used to start a dressmaking and
sewing program to add more value to the embroidery by sewing new pieces. Geographic
isolation, poor access to urban areas and a lack of productivity related habits hindered
replenishment of inputs to boost production to suitable levels for stable sales and outlets
for final products. Although we saw about 20 artisans in the project earning an average
of R$200 / month, there was quite a significant gap between highest and lowest earnings.
Watch this video: Embroidery is a source of income in during the spawning
season - aired by SBTMS 2013.
72
73
In addition to working with mothers, we also focused on male parents. Many locals
fit an engine nicknamed a “tail” to power their canoes and small boats. A lightweight
engine does not take up much space in a boat and is cheap to run, being low powered and
easy to maintain too. However, lacking knowledge of this type of engine, many found it
difficult to maintain them, so Acaia Pantanal started a course teaching mechanical aspects
of this type of engine that drew 10 attendees.
Supplementary activities
Acaia Pantanal’s role as an important reference for logistics in the region drives
strategic alliances and partnerships with public agencies, civil society organizations and
private enterprise. Through Acaia’s partnership arrangement with the Brazilian Navy, the
Tenente Maximiliano hospital ship makes bimonthly visits to provide medical and dental
services. Acting as a bridge between local people and agencies responsible for delivering
public services while securing our borders and natural heritage, Acaia Pantanal also
offers use of its logistical support facilities to agencies such as municipal departments for
education, health and social assistance, the Wetland Peoples program (Povos das Águas),
Embrapa, IBAMA, IMASUL, and the environmental and federal police forces.
As part of a joint effort between various organizations conserving the Pantanal’s
biome, Acaia Pantanal offers logistics support for members of the Serra do Amolar
Conservation and Protection Network (RPCSA) and attends its monthly committees and
annual strategy committee. RPCSA is an umbrella for joint efforts by private institutions
working together with governmental and civil society organizations to conserve the Serra
do Amolar region. Members of RPCSA include the Mato Grosso Pantanal national park,
Fundação Ecotrópica, Instituto Homem Pantaneiro, RPPN Engenheiro Eliezer Batista,
Fazenda Santa Tereza and Acaia Pantanal.
Awards
Teresa Bracher – 2011: WIZO - Women’s International Zionist Organization - International
Women's Day.
Teresa Bracher – 2011: Legislative Merit Commendation from the Legislative Assembly of
Mato Grosso do Sul.
74
"I have the privilege
of not knowing
almost everything.
And this explains
the rest "
Manoel de Barros
75
TEAM
Directors
Monitors
Pedagogy
Maria Cecília Lacerda de Camargo
Teresa Cristina Ralston Bracher
Sylvia Helena Bourroul
Gleyce Mary Cassupá Pinheiro
Orivaldo Ignacio Ferreira Neto
Wanderley Catarino da Silva
Fundação Bradesco – Programa Educa+Ação
Silvia Juhas
Operational
Specialized Workshops
Antonio de Jesus da Conceição
Janete da Silva Costa
Juraci Jovino Zacarias
Meirian Franco Lopes
Nadia Cristina de Albuquerque
Ramão Adilson de Pinho Frajado
Paulo Jorge de Amorim
Rosenil Vilalva Rondon
Ubaldo Moura Fernandes
Vanda Javari Morais
Arte: Fundação Bienal de São Paulo
Artesanato: Casa de Massa Barro
Bordado: Cristina Maria Macedo Tomaz
Educação Física: PROESCA-UFMS
Música: Maestro Rui Torneze e Lucas Torneze
Teatro: Grupo de Experimentos e Truques
Teatrais
ADVISORY
Architecture
Cosan S/A Ind. e Comércio
Fundacão Mapfre
Casa Triângulo
Trilha Investimentos
Administrative Coordination
Amilton Álvaro Brandão
Dilma Castro Costa
Pedagogical Coordination
Francisca Renata de Oliveira
Administrative
Lucas Guastini Loureiro dos Santos
Marcia da Luz Sanches
Mariane Beline Tavares
Educators
Anna Luiza de Fátima Borges
Fabiana Catarino França
Fernanda Ribeiro da Silva
Maike da Silva Pereira
Odilson Moraes de Oliveira
Regiane de Castro Castello
Renata de Oliveira Esquer
Suzane Correa de Abreu
Garupa Arquitetura
Press
Cinnamon
Visual Communication
Letícia Moura
Batuq
Tânia Ralston
Social Worker
Management
Rosilene da Silva Cruz
Turbo Aceleradora
Legal
Dr. Theotônio Monteiro de Barros
76
PARTNERS
Corporate donors
Corporate Collaborators
Cinnamon Comunicação
Fazenda Caiman
Fazenda Jatobazinho
Fazenda Santa Tereza
Hotel Nacional – Corumbá-MS
Instituto Natura
Laboratório de Arqueologia do Pantanal da
UFMS
Laboratório de Inteligência Artificial, Eletrônica
de Potência e Eletrônica Digital (Batlab) da UFMS
Posto Paulista de Pneus Ltda.
Prefeitura Municipal de Corumbá
Proesca – Faculdade de Educação Física da
UFMS
Restaurante, Bar e Buffet Rodeio do Pantanal
Restaurante Ráscal
Secretaria de Educação de Corumbá
Secretaria de Assistência Social e Cidadania
de Corumbá
SESC
Strategic Partners
EMBRAPA
Exército do Brasil – 17º Batalhão de Fronteira
Fundação Avina
Fundação Barbosa Rodrigues
Fundação Grupo Boticário
Fundação Ecotrópica
Fundação Neotrópica
Fundação de Turismo de Corumbá
Governo do Estado de Mato Grosso do Sul
Instituto Arara Azul
Instituto Chico Mendes da Biodiversidade
Instituto Homem Pantaneiro
Instituto Santa Mônica
Instituto Singularidades
Instituto SOS Pantanal
Marinha do Brasil: 6º Distrito Naval –
Capitania Fluvial do Pantanal
Moinho Cultural Sul-Americano
Muhpan
Panthera Foundation
Parque Nacional do Pantanal Matogrossense
Polícia Militar Ambiental MS: 2a Cia / 15º
Batalhão
Polícia Militar: 6º Batalhão
Rede de Proteção e Conservação da Serra do
Amolar
77
Individual Donors
Alex Cerveny
Maria Cecília e Henrique Lacerda de
Camargo
Silvia e Ari Weinfeld
Sonia e Fernão Bracher
Teresa Cristina e Candido Bracher
Adopt a Student
Alexandre Bossi
Fernando Franchini
Paula e Guilherme Lacerda de Camargo
Andrea e Pedro Lacerda de Camargo
Renata Macchione e Lucas Bielawski
Renata e Luiz Ronchel Soares
Acknowledgements
Coronel Ângelo Rabelo
Marly e Armando Lacerda
Miguel Serediuk Milano
Rosana C. Arruda Botelho
Tania e Antônio Carlos Viotti
Therezinha Ribeiro Ralston
SPECIAL ACKNOWLEDGEMENTS
À Prefeitura Municipal de Corumbá e ao
Governo do Estado de Mato Grosso do Sul,
cujas parcerias são fundamentais para a
realização das atividades do Acaia Pantanal.
Individual collaborators
Adriana Miranda
Agnaldo Orlando Bertini
Alessandro Menezes
Beatriz Novaes
Cesar Queiroz
Fernanda Caiuby Novaes Salata
Jean Fernandes
José Faner Rodrigues Machado
Haroldo Palo Jr.
Lia Vissoto
Marina Massi
Marizete Gonçalves Ferreira
Milou Sequerra
Olga Torres
Paulo César Ferreira de Oliveira
Peter Crawshaw Jr.
Regina Amauri Varga
Roberto Jank Jr.
Rosana Bertucci
78
Creating, imagining,
playing, symbolism
and interpretation of
experiences in
the knowledge
building process
Financial statements at
December 31, 2014
and independent
auditor’s report1
80
1
The Explanatory Notes are available on Instituto Acaia´s website: www.acaia.org.br
81
Independent auditor's report
To the Management
Instituto Acaia
We have audited the accompanying financial statements of Instituto Acaia (the "Institute"),
which comprise the balance sheet as at December 31, 2014 and the statements of surplus/
deficit and of changes in net equity and cash flows for the year then ended, and a summary
of significant accounting policies and other explanatory information.
Management's responsibility for the financial statements
Management is responsible for the preparation and fair presentation of these financial
statements in accordance with accounting policies adopted in Brazil for small and mediumsized entities (CPC - Technical Pronouncement PME - “Accounting for Small and Mediumsized Entities”) and for such internal control as management determines is necessary to
enable the preparation of financial statements that are free from material misstatement,
whether due to fraud or error.
Auditor's responsibility
Our responsibility is to express an opinion on these financial statements based on our
audit. We conducted our audit in accordance with Brazilian and International Standards on
Auditing. Those standards require that we comply with ethical requirements and plan and
perform the audit to obtain reasonable assurance about whether the financial statements
are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and
disclosures in the financial statements. The procedures selected depend on the auditor’s
judgment, including the assessment of the risks of material misstatement of the financial
statements, whether due to fraud or error.
to design audit procedures that are appropriate in the circumstances, but not for the
purpose of expressing an opinion on the effectiveness of the entity’s internal control. An
audit also includes evaluating the appropriateness of accounting policies used and the
reasonableness of accounting estimates made by management, as well as evaluating the
overall presentation of the financial statements.
We believe that the audit evidence we have obtained is sufficient and appropriate to
provide a basis for our audit opinion.
Opinion
In our opinion, the financial statements referred to above present fairly, in all material
respects, the financial position of Instituto Acaia as at December 31, 2014, and its financial
performance and cash flows for the year then ended, in accordance with accounting
practices adopted in Brazil applicable to small and medium-sized entities.
São Paulo, March 30, 2015
PricewaterhouseCoopers
Auditores Independentes
CRC 2SP000160/O-5
Washington Luiz Pereira Cavalcanti
Contador CRC 1SP172940/O-6
In making those risk assessments, the auditor considers internal control relevant to
the preparation and fair presentation of the entity’s financial statements, in order
82
83
Balance sheet at December 31
All amounts in reais
Assets
Current assets
Cash
Banks - current accounts (Note 4)
Financial investments (Note 5)
Receivables
Advances to suppliers
Vacation pay advances
Other receivables
Inventories of goods
2014
2013
2.557
141.225
158.017
17.299
87.107
152.090
17.149
17.068
3.273
191.072
234.748
5.138
50.180
148.373
12.935
14.171
592.512
659.890
Non-current assets
Fixed assets (Note 6)
Liabilities and net equity
2014
2013
Current liabilities
Trade payables (Note 7)
Labor and social security obligations
Tax obligations
Other liabilities (Note 7)
202.401
312.668
13.241
3.712.940
285.312
320.099
14.374
3.235.718
4.241.250
3.855.503
Net equity
Accumulated surplus
Surplus/(deficit) for the year
3.710.858
Total liabilities
Total net equity
92.199 1.087.430
(30.079)
(995.231)
62.120
92.199
3.287.812
Total assets
84
4.303.370
3.947.702
Total liabilities and net equity
4.303.370
3.947.702
85
Statement of surplus /(deficit) and of changes in net equity
Years ended December 31
All amounts in reais
2014
2013
Income
Donations from individuals (Note 8)
Donations from legal entities (Note 8)
Donations from FUMCAD (Note 9(a))
Donations for specific projects (Note 9(b))
Finance income
Revenue from sales of goods
Voluntary work (Note 13)
Other operating income (Note 10)
8.280.600
577.617
291.168
57.839
56.804
48.357
32.709
9.345.094
Expenses with social activities (Note 11(b)) (4.080.355)
Personnel expenses (Nota 13(b))
General and administrative expenses (Note 13(a)) (4.724.720)
(64.782)
Tax expenses
(18.067 )
Finance costs
(487.249)
Depreciation and amortization expenses
(9.375.173)
Surplus/(deficit) for the year
5.759.893
777.672
688.980
99.451
65.395
30.743
44.775
34.857
Statement of changes in net equity
Years ended December 31
All amounts in reais
Accumulated
(deficit)
surplus
Total
At December 31, 2012
Deficit for the year
1.087.430
(995.231)
1.087.430
(995.231)
At December 31, 2013
Deficit for the year
92.199
(30.079)
92.199
(30.079)
At December 31, 2014
62.120
62.120
7.501.766
(3.626.262)
(4.446.388)
(58.576)
(14.363)
(351.408)
(8.496.997)
(30.079)
(995.231)
92.199
1.087.430
Net equity at the beginning of the year
Surplus/(deficit) for the year
incorporated into the net equity
Net equity at the end of the year
86
(30.079)
(995.231)
62.120
92.199
87
Statement of cash flows
Years ended December 31
All amounts in reais
2014
2013
(30.079)
(995.231)
Adjustments
Depreciation and amortization
487.249
351.408
Adjusted surplus/(deficit) for the year
457.170
(643.823)
(12.161)
(36.927)
(3.717)
(2.897)
(4.214)
(82.911)
(7.431)
(1.133)
477.222
(2.948)
(2.839)
(24.682)
(13.985)
(8.823)
(104.925)
43.432
659
632.874
325.831
518.763
783.001
(125.060)
Cash flows from operating activities
Surplus/(deficit) for the year
(Increase) in other receivables
(Increase)/decrease in advances to suppliers
(Increase)/decrease in vacation pay advances
(Increase) in inventories
(Increase)/Decrease in other receivables
Increase (decrease) in accounts payable
Increase/(decrease) in labor and social security obligations
Increase/(decrease) in taxes
Increase/(decrease) in other liabilities
Net cash provided by operating activities
Cash flows from investing activities
Acquisitions of fixed assets
Disposal of fixed assets
(1.343.206)
(946.087)
35.792 -
Net cash used in investing activities
(910.295)
(1.343.206)
Net increase (decrease) in cash and cash equivalents
(127.294)
(1.468.266)
Cash and cash equivalents at the beginning of the year
429.093
1.897.359
Cash and cash equivalents at the end of the year
301.799
429.093
(127.294)
(1.468.266)
Net increase (decrease) in cash and cash equivalents
88
89
original graphic design:
Bracher & Malta Produção Gráfica | Mariana Leme
design and diagramming:
grafia_gisa bustamante
photos:
Instituto Acaia
Fernando Autran - p. 62
cover's paper:
cartão Supremo Duo Design 250g/m2
internal pages:
couché Reflex Matte 115g/m2
printed by:
TypeBrasil
São Paulo, Brazil
April, 2015
aplicar
selo de
certificado
FSC
Ateliê Acaia
[email protected]
facebook.com/institutoacaia
Acaia Sagarana
[email protected]
facebook.com/acaiasagarana
Acaia Pantanal
[email protected]
facebook.com/pantanal.acaia
HQ Address:
R. Dr. Avelino Chaves, 80
Vila Leopoldina CEP 05318-040
São Paulo SP Brasil
Tel: 55 (11) 3643-5533
Fax: 55 (11) 3643-5510
e-mail: [email protected]
www.acaia.org.br
CMDCA / SP approved Instituto Acaia
projects in 2013 making it eligible for tax
relief on donations.
90
91